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[untitled]

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00:30:00

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Channel 24 (225 MHz)

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ac3

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480

TOPIC FREQUENCY

Us 9, Sacramento 2, Mendoza 1, Abysmal 1, Wynn 1, Koupcounselor 1, Disproportionalty 1, Los Angeles 1, Cde 1, Rp 1,
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  SFGTV    [untitled]  

    March 18, 2013
    10:00 - 10:30am PDT  

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regular basis to drive our decision making. and finally of course educating parents on what is available to them and what niche tiff and interventions are being implemented ed district wide that they can [inaudible]. this provides an operationalized chart and we recommended -- we already had in anticipation of this, unfortunately we were found to be disproportional last yore and in an attempt to address that we had started an initiative of the rbi behavior [inaudible] and we are looking at more specificically using that particularly to address the needs at our high school
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level. looking at social and emotional curriculum being made available to all our sites to implement at the k 8 level providing sites with behavior coaches, rp coaches, reviewing section 504 structure, implementing change to make it more are bust, looking at the code of conduct, developing an education code for the 13, 14 school year. we have provided cpi training that focuses on verbal deescalation techniques already, but we will look to continue that through next year and going forward. [inaudible] support plan training this year and all psychologists and central special education staff were trained and we are looking at how to maintain this going forward for any new staff,
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perhaps putting in place a trainer and making sure any new staff is trained as well. recommendations around data systems -- synergy is coming next year and they do have a good discipline model. and they also recommending that we purchase some sort of data system to track students [inaudible] meetings and interventions that have happened prior to students being referred for special education assessment and then hooking further to analyze this data on a regular basis. we've
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put this all together in a plan that has been submitted to cde and we are referring to it as a draft because we have to wait approval from them before we can go forward and we are hoping that we get their approval become -- by the end of march. in the men time we do have to fine tune some of the tine lines, such as who's going to be responsible for which of the tasks proposed and the time /haoeupbs around them and finally we are required to identify an implementation team, also to be composed of general education and special education members and this would be a team that would be recommended by the current
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leadership team. that is a snap sot shot of the safe plan that we have submitted and does anybody have questions? >> any questions or comments from board members? >> thank you for the presentation. it's very helpful. so in the comment about the fact that many of our suspensions that take place are for willful defiance, around the conversation of alternatives to suspensions, is there a possibility that we could either acquire more specificity for the actual reasons for the suspension because i know there have been a lot of efforts at the state
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level to try to push back on the use of that. is there anything we can do to ensure more specificity when using that object i. -- objective. >> thinkthe plan is to look at the policy as a whole and it would definitely be an opportunity for us to implement that into this policy. >> fortunately, some of the efforts of arguization i belong to such as the state [inaudible] services was very helpful for advocating for a package that came into effect for january 1 [inaudible] item
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k. there was a study in orange county when they looked at all of the suspensions for that area and they found that the most probably disprate inconsistent description of behaviors was for item k in all of orange county and is that gave the data to push the legislation. so what this means is that school districts are already working in regards to looking at what those preinterventions will need to be documented in the actual -- your suspension forms. and this goes with synergy in that that will be a part of discipline packet.
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>> any other questions. /stkpwr >> i just wanted to ask because it seems like so many of our families are a welt of knowledge that we haven't been able to tap, i believe that there are a few entities outreach to families across the district and gather information to them. do you have some thoughts and ideas on that so i know it's just not words on a page? >> that is a part of the plan and detail where all of the it'll be a two way street in regards to communication in
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that we'll have steak holders or representatives from all those organizations but i'm talking about families
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>> i think if you feel strongly that there's an issue a >> this is not something i have an expertise in but i know families are struggling and when they talk to me how they can't make it through f fusc and it's been going on for years and it's da, bill at debilitating so i'm hoping we can find a way to improve on that greatly. >> so this is -- i know that a
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lot of times we ask for it and they have to run it for me, but i think we are /khrebging more data that is more race specific. so therefore i'm thinking about -- i think i discussed this with you two, but just for other commissioners, we really need to look at what is happening specifically to our african american students that is maybe different than what is happening to students of other races so i mentioned that we have a lot of movement with african american students within our district. i would like to know is that something that's just unique to african american population or is it something -- what kind of negative effect does that have
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and why are they moving? what are the things that are happening specifically to our black students? and i think that in order to target this population, we need to really understand who we're serving so some of it is this cultural stuff that we have here. the second is that we just don't know. like, we have not asked ourselves or looked at it specifically and we just don't know. like, we don't have all the data on these students and what -- we don't really know who we're serving, you know. we just know there's -- we look at achievement, we look at
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disproportionalty, but in order to change it, we have to know how to change it and what we can do. do we even know what kind of supports we really need? this is what's happening, you know. and i think this is a really -- too bad we gotta get [inaudible] in order for us to sort of investigate this, but i think it's telling us what we knew for years and i'm really glad that our district is finally doing something about it. >> can i just add on something there? and i guess my real question is you have black only focus groups? i think that's the call of the day? right? where you happen to say this this is such a significant issue, we have groups of families and -- you're trying to create this space for people
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to come. be courageous and not be afraid to tell somebody you can't come to this meeting 'cause it's very specific and we're trying to right an awful wrong. >> in terms of the group that i work with and in terms of the technical consul substantiates with the state, one of the platforms we're use edd to try to get the disenfranchised students and families is the student voice and i've participated in a forrum with the school board and parents and they had an ongoing dialogue in a very comfortable setting with the psychological board so they could see how their journey was in terms of getting through that school system.
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>> any other comments or questions? thank you. it's a really important topic. i'm sure we'll get further updates from you when we hear back from the state which we don't know when that will be, but in a few weeks sounds like. deputy superintendent. >> so hopefully tonight what you are just a few of the highlights which really just submits some building blocks for us. so while it didn't call out student mobility as a factor, it could be. what we wanna ensure regardless of where any student /hrapb, that across all of our schools they're going to find a research based social emotional
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program, more robust and accurate data systems that we don't currently have, and when we're noticing that there are challenges or a readiness to learn, factors that we have very strategic step-by-step ways of approaching and resolving the resolution. so this represents a lot of really important work i think we need to do to take things to the next level. we've gun some of that work in raising awareness around some of our communities around what it means to take approach in regards to how we program our schools to address this issue and it's gonna fake a little bit of time and you see some elements that were called out here in providing that guidance to staff, whether it's through behavior coaches or adding additional [inaudible] around implementing the tiered support system for
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our students and all of those efforts are going to include that cultural awareness lens so those biases are being dealt with. and i think it's a good point that all of these pieces are a tall order. >> thank you very much for the presentation. i did wanna take one moment. we have one of our new supervisors in the audience. she's been with us a few months so... >> all right. moving right along we now are on item n,
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consent [inaudible] tonight, i'm o /sroets on the consent calendar. moved and seconded under section f roll call. >> [inaudible] consent calendar severed for discussion. there are none. we have [inaudible] plan for school year 20 /sp13, 2014, may i hear a motion pl
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board members report standing committees we heard from the buildings and ground committee on the action item and really the informational item too. if there's anything you wanna add. report from the city and school district select committee commissioner mendoza. >> we have a presentation by our staff on the middle school ifa and [inaudible] hill and had parent comment during public comment where they presented some ideas of /thaeufr for us to con -- consider. we have 22 schoolyards across the district in the city that are currently open and we indicate that each
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school that par pates is getting 1000 dollars as well as an activity fund that they'll be able to access and two annual cleanings every year so that was really great for us to share and we need to be spreading the word for more sites to become engaged in that project. >> thank you. i understand commissioner [inaudible] that you are going to stand in for commissioner [inaudible] in reporting on the curriculum committee meeting. >> of course the american
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association of university of women that also presented on their statistics but also about the camp that girls are going to, but also invited representative [inaudible] in talking about how low the graduation rates in these areas are and that they look forward to their work force. where will they get them from. you know, we want that to be here, our students going on to college, continuing on in these career paths and being able to be a part of the work force. the numbers were just abysmal so we really need to up it if we want to have viable
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candidates for them to select from. it was pretty amazing how candid they were and the primary thing that they noted from their own self study within their own organization is that all of those folks that are working for them in their survey -- not one said that they had heard about the computer science field through /koupcounselor at their school. now, that's problem /ph problematic. no one had told them so it really is educating our high school counselors, or college and career counselors, our career tech education folks on -- these are viable opportunities for our students and we need to present it to them and find places to expose
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them to this because 75 percent of engineers say they come from families of engineers and so they need that exposure and we want our students to have that exposure. and that was our only topic and again it was deep and it was interesting and we had lots of different perspectives so again, i wanna thank the leadership for bringing this tommic and inviting the special guests to comment on it as well. >> thank you for that report. commissioner wynn from the budget committee. >> thank you. so we met last week. we mostly just talked about -- our deputy
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superintendent gave us an estimate that they would be recommending or trying /o -- we would be trying to find in our budget the ability to absorb about half to two-thirds of that so that one-and-a-half or two million dollars that we're adding that to our budget problem which is significant. we did -- we were lobbying on capitol hill and gave this list of the federal cuts that we have to both of our congresswomen's staff and they were very interested in having this and said they really didn't have any specificity or this kind of detail before so that was very useful to them. i did point out that cuts in
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ida or special ed funding are just direct cuts to our general fund because these are programs we cannot draw down, not that we would want to, but we simply can't. we must do all the same things, which means we have to find a way to pay for them. on the state budget things are looking a little better evening -- even though it's horrifying to say that. but the governor's budget released in january includes a 5 percent increase in prop 98 and of that the governor proposed to use about half of the new money to pay down defer /rals that we've been talking about for years.
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it's just a manipulation of the prop 98 guarantee and that's important for the public to know that that doesn't do anything to help our budget. all that deferal pay downs do is help the states budget problem and it's a math exercise for the state to say we're taking that money and using it to pay ourselves back for the way we have not been putting the cash out to school districts. so there are 1.6 billion dollars for implementation of local control funding formula. the governor's -- that's this years title for what we were calling weighted pupil funding last year. we were at least in support /th-f this idea and i'm sure you've read in the paper, but we should get information
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about that if the governor's proposal is implemented and passed, we will be among the quote, winners that will get more money because of high needs kids which is why we need it. so there is a lot of opposition to the governor /oes proposal because the majority of the school districts in the state will be losers in the distribution and so we have to pay attention to the politics and what's happening in sacramento. in the formula, in the local control funding
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formula, there also is currently a proposal that's a targeted [inaudible] fund or to go back a couple of generations of terminology [inaudible] money will be outside the local control funding formula. if that happens it's very good for us and our students, but we will need to be paying attention to that political discussion very closely in sacramento. we have some very important allies in that most of that money in the [inaudible] goes to los angeles unified school district. so we have a lot of work to do.
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that cover everything. >> that was excellent. if i could just make one announcement. i will be working together to put on a community briefing. the first of several this spring tonight at everett middle school. starts at 5 pm and we'll cover some of the same information that you just mentioned commissioner. >> and on the last /aeu /tphoupbgsment i wanna make is that the budget committee will meet next on april 2, is that correct? here at 6 o'clock. 3rd?